Summary

In this activity, students will conduct research and write a persuasive essay in which they state an opinion about whether the number of nuclear plants should be increased or decreased.

Grade Level

High School

NGSS Alignment

This activity will help prepare your students to meet the performance expectations in the following standards:

• HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• Scientific and Engineering Practices:
  • Engaging in Argument from Evidence
  • Obtaining, Evaluating, and Communicating Information
    

Objectives

By the end of the lesson, students should be able to:

• Identify the pros and cons of using nuclear power as an energy source.
• Make a conclusion supported by specific evidence.

Chemistry Topics

This activity supports students’ understanding of:

• Pros and cons of nuclear power

Time

Teacher Preparation: 15 minutes

Lesson: 90 minutes to 3 hours

Materials

• Internet-capable device (preferably a computer) for research, typing essay
• Student handout

Safety

• No safety precautions need to be taken for this activity.

Teacher Notes

• Give students 5-10 minutes to review one or two of the sources listed below that provide information on the pros and cons of nuclear power. They should choose a side to argue for their essay – increasing or decreasing the number of nuclear power plants.
• Articles and websites if you want to provide students with a starting point for their research (please note that some websites require subscriptions and may only allow a certain number of free article views per month without a subscription):
  
  •  Let’s Talk Science: https://letstalkscience.ca/educational-resources/stem-in-context/what-are-pros-and-cons-nuclear-energy (Note that this is a Canadian website so there are references to Canadian organizations and energy usage.)
  •  ProCon.org: https://alternativeenergy.procon.org/questions/is-nuclear-power-safe-for-humans-and-the-environment/
  • Wall Street Journal: https://www.wsj.com/articles/SB121432182593500119#cx
  • The U.S. Nuclear Regulatory Commission, Student Corner: https://www.nrc.gov/reading-rm/basic-ref/students.html
  • Department of Energy Office of Nuclear Energy, STEM Resources: https://www.energy.gov/ne/information-resources/stem-resources
  • World Nuclear Association, Nuclear Power in the USA: https://www.world-nuclear.org/information-library/country-profiles/countries-t-z/usa-nuclear-power.aspx
  • U.S. Energy Information Association, Energy Kids: https://www.eia.gov/kids/energy-sources/uranium/
    
• Students may find other sources that they would like to use for their essay. If they do, encourage them to assess the quality of the resource so they are sure they are getting scientifically accurate information. This article is a good place for students to look for guidance on evaluating internet resources.
• You may want to require students to use a minimum number (the student handout suggests 3) or certain type (book, website, encyclopedia, news article, etc.) of sources, and/or use sources beyond the ones suggested above so they have to do some research on their own. As always, students should properly cite any source they use to write their essay. The student handout suggests APA formatting, but you can change that to another format if you wish.
  
• Students should briefly describe how nuclear energy is generated and the science involved, weigh the benefits vs. risks of this power source, discuss waste disposal, and list conditions that must be met by these power plants before they come to a community. In their essays, students should also be sure to address the opposing viewpoint and why they disagree with it.
• A grading rubric and outline are in the student handout. It’s up to the teacher whether they want to share these either or both of these resources with the students.
• This activity allows students to work on literacy and communication skills – evaluating sources and writing a persuasive argument – as well as science skills. If you want to give students options for formatting their argument (and some of these involve artistic and/or public speaking skills as well), you could allow them to present their position in one of the following ways:
  
  • Speech
  • Poster
  • Infographic
  • Powerpoint presentation
  • Public service announcement video
    
• This project could be introduced in class and then completed outside of class time or as part of a lesson with a substitute teacher. It could also be used as a post-AP Chemistry exam activity.
  
• You could ask students to share their work with a congressman, newspaper, or other public forum. Students could also have a class debate on the subject, perhaps with other teachers or students outside the class acting as judges.
• If you do decide to have a discussion or debate, encourage students to be respectful of each other’s ideas while debating. This article from the University of Michigan provides valuable ways to prepare for and approach discussions that may involve controversial issues or opinions.
  
• This activity could be paired with other complimentary AACT nuclear chemistry resources:
  • Nuclear Energy Debate
  • Town Meeting
  • The Tokaimura Nuclear Accident
  • Love It or Leave It: Living in the Nuclear Age
  • Nuclear Waste Challenge